Research On The Relationship Between Kindergarten Teachers’ MPCK And The Quality Of Mathematics Collective Teaching Activities

At present,the development of education is promoted by the state,the state proposes to deepen education reform and improve the quality of education.The preschool education as the beginning of lifelong education bears the important task of ensuring the healthy development of children’s physical and mental health.Early education will have an important impact on the early childhood stage and even the future of young children.Therefore,the quality of preschool education deserves attention.The purpose of this thesis is to explore the relationship between the teaching knowledge(MPCK)of mathematics in preschool teachers and the collective teaching activities of mathematics.This paper intends to solve three main problems.First of all,kindergarten teachers in the field of mathematics teaching knowledge of the status quo.Secondly,kindergarten teachers mathematics collective teaching quality of the status quo.Finally,according to the results of the study to explore how the relationship between the two.This research mainly adopts the following research methods: questionnaire survey method,observation method,measurement method,etc.Questionnaire survey method: Use video-based questionnaire survey to understand the level of teaching knowledge(MPCK)in 90 mathematics fields in 14 non-mathematical kindergartens in Ningbo.Observation method: 30 non-participating observations were randomly selected by a group of 30 preschool teachers with high MPCK levels in mathematics teaching activities.Evaluation method: Combined with the subscale of "Chinese Children’s Education Quality Evaluation Scale(Trial Version)" : Four collective education as the main evaluation tool for the quality of 30 mathematical collective teaching activities,to understand the current status of the quality of mathematical collective teaching activities.The results of the study indicate that: 1.The average level of teaching knowledge(MPCK)and its three dimensions of mathematics in kindergarten teachers are at the level of "general or limited understanding of the components of PCK".At the same time,there is a significant correlation between each dimension.2.The quality and dimensions of mathematics collective teaching activities of kindergarten teachers are concentrated at the "minimum requirements" level.At the same time,there is a significant correlation between each dimension.3.Using correlation analysis to explore the relationship between preschool teachers’ MPCK and its dimensions and mathematics collective teaching quality and its dimensions,the results showed that MPCK was positively correlated with the dimensions of children’s performance,HOW was positively correlated with the dimensions of classroom culture,WHO was correlated with goal,WHO was correlated with children’s performance.The research shows that there is a certain degree of correlation between the sub-dimensions of Preschool Teachers MPCK and mathematics collective teaching activity quality,at the same time,the data prove that preschool teachers’ mathematics domain knowledge(MPCK)and the quality of mathematics collective teaching activities have great room for development.In order to effectively improve the quality of collective teaching and further promote children’s mathematics learning and development,the author suggests that preschool teachers should have a deep understanding of early mathematics education and teachers should pay attention to the teaching knowledge in mathematics field(MPCK).